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Educación Médica Superior

versión impresa ISSN 0864-2141


LORIA-CASTELLANOS, Jorge et al. Learning styles of resident physicians in a 2nd. Level hospital. Educ Med Super [online]. 2007, vol.21, n.3. ISSN 0864-2141.

A comparative-cross-observational study was conducted, approved by research local committee to identify learning stiles of resident physicians of Emergences, Pediatrics and Internal Medicine specialties in a hospital siege of 2nd. level in Mexico City. Were applied two previously validated tools evaluating learning stiles from distinct perceptions, Honey-Alonso questionnaire of learning stiles and Kolb learning strategies inventory test. Also, variables as age, gender, academic degree and specialty were measured. We used the descriptive statistics, as well non-parametric to groups comparison. Included are a total of 37 resident physicians, 67,6 % were of male sex, mean age was of 27,45±1,95, and 54,1 % were 1st year residents. Using Honey-Alonso questionnaire, sample was located in the theoretical style, whereas 27 % in the pragmatic one (71,42 %). Kruskal Wallis test no found significant differences as for academic degree (p=0,817) but yes in as for specialty (p=0,0001). For Kolb Inventory there was a abstract conceptual style (59,5 %), followed by concrete experience (18,9 %). According to way of information processing, convergent style prevails with a 56,75 %. Kruskal Wallis test don’t show difference as for type of style and academic degrees (p=0,192), but yes as for type of specialty (p=0,0001). Learning styles preferred by study resident physicians are the theoretical and the convergent ones. Specialty was the only variable influenced on style preference. It is essential to determine impact on cognitive, emotional, and general features of residents, provided that professors considers the different learning styles of their pupils, both, in programs, and in its teaching strategies.

Palabras clave : Education; learning styles; physicians; residents.

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